ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.25 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.5
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: English Philology
Center Faculty of Education Sciences
Call:
Teaching: Sin docencia (Extinguida)
Enrolment: No Matriculable
To consolidate an upper-intermediate level in reading and producing written English, which enables students to understand and produce both generalwritten texts and written texts within their area of expertise (acquisition and teaching of English as a foreign language).
To reinforce the knowledge of the grammatical, lexical and discourse structures that enable students to communicate effectively (upper-intermediatelevel).
Students are expected to be able to apply the theoretical and practical knowledge they have gained to their own teaching practice
A. Practice of reading and writing skills in English
1.Reading
2.Writing
B. Teaching reading and writing skills
1.Differences between written and spoken language
2.Teaching reading
2.1 Approaches and methods
2.2 Strategies and techniques
2.3 Types of reading tasks and activities
2.4 Selecting reading materials
3.Teaching writing
3.1 Stages in the writing process
3.2 Types of writing tasks and activities
3.3 Feedback and assessment
Bibliografía básica:
Dunn, O. (2014). Introducing English to young children: Reading and writing. Collins.
Pinter, A. (2017). Teaching young language learners. Oxford University Press.
Scott, W. A. & Ytreberg, L. H. (2004). Teaching English to children. Longman.
Bibliografía complementaria:
Bloque de lingua:
Murphy, R. (2022). English Grammar in Use Interactive eBook with Audio. Cambridge University Press.
Sowton, C. (2014). Unlock: reading & writing skills. 4. Cambridge University Press.
Bloque de didáctica:
Bland, J. (2013). Children’s literature and learner empowerment: children and teenagers in English language education. Bloomsbury Academic. https://doi.org/10.5040/9781472552808
Bland, J. (Ed.). (2015). Teaching English to young learners: critical issues in language teaching with 3-12 year olds. Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc. https://doi.org/10.5040/9781474257145
Bland, J., & Lütge, C. (Eds.). (2013). Children’s literature in second language education. Bloomsbury Academic. https://doi.org/10.5040/9781472552815
Ewing, R., Saunders, J. N., & Sydney Theatre Company. (2016). The school drama book: drama, literature and literacy in the creative classroom. Currency Press, Sydney.
Garton, S., & Copland, F. (Eds.). (2018). The Routledge handbook of teaching English to young learners (1st ed.). Routledge. https://doi.org/10.4324/9781315623672
Hadfield, J. & Hadfield, C. (2008). Introduction to teaching English. Oxford University Press.
Harmer, J. (2007). The practice of English language teaching. Pearson Education.
Hiatt, K., & Rooke, J. (2012). Creativity & writing skills: finding a balance in the primary classroom. Routledge. https://doi.org/10.4324/9781315069432
Lewis, H., Myhill, D., & Chen, H. (Eds.). (2020). Developing writers across the primary and secondary years: growing into writing (1st ed.). Routledge, Taylor & Francis Group.
Lindsay, C. & Knight, P. (2006). Learning and teaching English: A course for teachers. Oxford University Press.
Marks, A., & Walker, B. (2016). Setting and description: classroom-ready materials for teaching writing and literary analysis skills in grades 4 to 8. Rowman & Littlefield. https://ebookcentral-proquest-com.ezbusc.usc.gal/lib/buscsp/detail.acti…
Phillips, S. (2003). Young learners. Oxford University Press.
Serroukh, F., & Wilson-Max, K. (2024). Representation in children’s literature reflecting realities in the classroom by the centre for literacy in primary education. Corwin.
Slattery, M. J. W. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford University Press.
Thaine, C. (2010). Teacher training essentials: Workshops for professional development. Cambridge University Press.
Ur, P. (2013). A course in English language teaching. Cambridge University Press.
Zayas Tamayo, A. (2022). Children Stories : a Resource Booklet for Elementary School Teachers of English, with Teaching Tips for Teacher Trainers. Editorial Pueblo y Educación ; Editorial Universitaria.
General:
G1. Capacity to show the acquisition of knowledge of curricular areas, relationships, assessment criteria and didactics in Primary Education.
G3. Capacity to face multicultural and multilingual situations of language teaching and learning.
G11. Capacity to become acquainted with, select and use ICTs in the classroom.
Specific:
E1. Capacity to understand the learning processes in the primary school period in the family, social and school context.
E2. Capacity to know the students’ characteristics as well as the motivational and social context characteristics.
E52. Linguistic competence: Capacity for written and oral communication in a foreign language.
E53. Didactic competence: Capacity to develop and assess curricular contents using appropriate devices, as well as to promote the development ofstudents’ communicative competence.
Basic:
B1. Capacity to show the acquisition of knowledge, particularly concerning the students’ field of study.
B2. Capacity to apply the knowledge thus acquired to their professional field, with a view to developing arguments and solving problems.
B4. Capacity to convey information in both specialized and nonspecialized fields.
Cross-curricular:
T1. Instrumental knowledge of foreign languages.
Teaching sessions will be held in English.
Activities will be done in big, medium-sized or small groups, and also individually. Lectures (big group) will be devoted to the development of thecompetences related to the process of teaching and learning a foreign language in Primary Education. Besides, students will improve their communicativecompetence by dealing with lexical, morphological and syntactic aspects of the foreign language.
Seminars (medium-sized groups) will also be focused on the development of the students’ communicative competence, particularly as regards readingand writing skills, by means of activities devised to check students’ comprehension and production of written texts.
Tutorials (small groups or single students) will be monitoring sessions devoted to supervise students and encourage autonomous learning.
First opportunity:
CONTINUOUS ASSESSMENT:
- PARTICIPATION: 5%
- WRITTEN TASKS: 25%
- FINAL PROJECT: 20%
FINAL TEST: 50%
Students with EXEMPTION OF ATTENDANCE:
WRITTEN TEST: 80%
FINAL PROJECT: 20%
Second opportunity:
FINAL TEST: 50%
CONTINUOUS ASSESSMENT: (same grade as in the first opportunity)
- PARTICIPATION: 5%
- WRITTEN TASKS: 25%
- FINAL PROJECT: 20%
IMPORTANT REMARK:
If fraudulent practices are detected in assignments or exams, this will bring about a direct fail in the subject, in application of article 16 of “Normativa deavaliación do rendemento académico dos estudantes e de revisión de cualificacións”:
The fraudulent performance of any exercise or test required in the evaluation of a subject will imply the qualification of failure in the corresponding call, regardless of the disciplinary process that may be followed against the offending student. It is considered fraudulent, among others, the performance of plagiarized work or work obtained from sources accessible to the public without reworking or reinterpretation and without citation of the authors and sources.
Students are expected to devote at least 74 hours of work outside the classroom.
An upper-intermediate level of English (B2) is strongly recommended. Students should have passed the subject 'Teaching and Learning Communicative Skills: English'.
Work carried out by students should preferably be submitted through the virtual classroom.
ENVIRONMENTAL RESPONSIBILITY
Regarding individual or group work carried out for the subject, the following guidelines should be taken into account:
Avoid plastic covers or other unnecessary external wrappings.
Whenever possible, use staples instead of binding.
Print double-sided using “ink-saving” quality.
Do not use blank sheets as dividers for chapters or sections.
Avoid appendices that are not directly related to the topics covered.
GENDER PERSPECTIVE
In accordance with gender equality principles in the university setting, the use of non-sexist language is recommended both in everyday classroom work and in assigned academic tasks. More information is available at:
https://www.usc.gal/gl/servizos/area/igualdade/cultura-institucional
No emails from non-institutional accounts will be answered. Therefore, students who wish to contact teaching staff must do so using their USC email account (@rai.usc.es).
Regularly check the Virtual Campus and email, as these will be the channels used to send information and communicate last-minute changes.
Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized by the university as institutional tools.
Mobile phones may not be used unless they are employed as work tools following the teacher’s instructions. Students are responsible for any legal or academic consequences arising from inappropriate use.
Keep in mind that the teaching-learning process (classes/tutorials) is private, understood as a process of communication and exchange between the teaching staff and the students enrolled in the subject.
Mandatory compliance with data protection regulations:
https://www.usc.gal/es/politica-privacidad-proteccion-datos
Elsa María González Álvarez
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811860
- elsa.gonzalez [at] usc.es
- Category
- Professor: University Lecturer
| Thursday | |||
|---|---|---|---|
| 09:00-10:00 | Grupo /CLE_01 | English | (NORTH CAMPUS) - CLASSROOM 51 |
| 10:00-11:00 | Grupo /CLIS_01 | - | (NORTH CAMPUS) - CLASSROOM 51 |
| 05.25.2026 12:00-14:00 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 32 |
| 07.07.2026 09:30-11:30 | Grupo /CLE_01 | (NORTH CAMPUS) - CLASSROOM 32 |